Problem behaviors displayed by children with developmental disabilities include stereotypies, noncompliance, aggression, and self-injury (Griffith, Hastings, Nash, & Hill, 2010). As many as 40% of children with disabilities exhibit these behaviors (Lowe et al., 2007), with higher rates for those with visual impairments (Poppes, van der Putten, & Vlaskamp, 2010). Children who are visually impaired (that is, those who are blind or have low vision) commonly engage in stereotypic behaviors such as rocking and repetitive hand movements to gain sensory stimulation produced by the behavior (Gourgey, 1998; Rapp, 2004; Warren, 1984). A means of quickly and easily reducing problem behaviors is important to maximize individuals' learning gains and increase the accuracy of assessments. Presenting background music may quickly lower individuals' problem behavior. For instance, music was used to decrease the self-injurious behavior displayed by a boy with severe intellectual disabilities (Carey & Halle, 2002), and the vocal stereotypy of two children with autism (Lanovaz, Sladeczek, & Rapp, 2011). Moreover, in an experimental investigation of background music, Lancioni et al. (2010) found that vocal stereotypy was reduced and adaptive behavior increased in two children with visual impairments and severe disabilities. Similarly, playing background music may also improve desired behavior, such as ontask performance, with children in the classroom (Hallam & Price, 1998; Hallam, Price, & Katsarou, 2002). Robb (2003) used an experiment to demonstrate the use of background music to increase attentive behavior of preschool children with visual impairments. In contrast, other researchers have found that music may increase individuals' problem behaviors. For instance, the presence of music increased stereotypy displayed by a boy with Down syndrome and moderate intellectual disability (Rapp, 2004), and increased disruptive behaviors (ear covering and screaming) displayed by a seven-year-old boy with pervasive developmental disorder (Buckley & Newchok, 2006). Further research is needed to evaluate the use of background music to reduce problem behaviors for persons with visual impairments. Music may be a particularly salient and preferred stimulus for these individuals, given their restricted sensory input (Gourgey, 1998; Robb, 2003). Furthermore, a contrasting quiet environment may be unpleasant and may increase stereotypies, avoidance behaviors, or both. The effect of music on behaviors interfering with assessment procedures (that is, self-stimulatory behaviors and standing up) was evaluated using a single-participant research design. A comparison of background music versus no music was performed on the problem behaviors of an adolescent with visual and intellectual disabilities during an assessment. Method PARTICIPANT The participant was Yaffa, a 13-year-old girl with severe-profound intellectual disability, blindness due to bilateral congenital anophthalmia, and mild conductive hearing disorder. She can hear soft speech in a quiet room but may have difficulty in a noisy environment. Yaffa is monitored for seizure activity, which is controlled by medication (Depakote), and showed no signs of seizure during the study. Yaffa was selected to participate in the research because staff reported it was difficult to teach her new skills due to problem behaviors. She was nonverbal, and although typically compliant, cheerful, and responsive to adult attention, Yaffa would make whining sounds, stand up, or turn away in her seat to avoid tasks. Classroom observations and staff reports also indicated that Yaffa engaged in frequent stereotypies involving tapping. Following approval of the research by the Institutional Review Board at The College at Brockport, State University of New York, parental informed consent for the child's research participation was obtained. …
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